THE EFFECT OF VARIOUS MEDIA SCAFFOLDING ON INCREASING UNDERSTANDING OF STUDENTS’ GEOMETRY CONCEPTS

Sugeng Sutiarso, Coesamin Coesamin, Nurhanurawati Nurhanurawati

Abstract


This study is a quasi-experimental research with pretest-posttest control group design, which aims to determine (1) the tendency of students in using various media scaffolding based on gender, and (2) effect of media scaffolding on increasing understanding of students’ geometry concepts. Media scaffolding used this study is chart, props, and visual. The population was the fifth grade students of State Elementary School I Gunung Terang (total 40 students), Bandar Lampung, Indonesia of the academic year 2015-2016. The sample was total sampling, respectively 20 students in the experimental class (with media scaffolding) and control class (without media scaffolding). Data were collected through observation, interview and test. Analysis of the observation and interviews data with descriptive statistics (percentage). and the test data was analyzed by (a) measuring the level of effectiveness on increasing understanding of students’ geometry concepts with formula of Hake’s Normalized Gain (g) and its interpretation, and (b) examine of hypotesis on level of effectiveness with t-test. The results of research showed that (1) the tendency of male students using the media scaffolding props, and female students using scaffolding media chart, and (2) effect of media scaffolding on increasing understanding of students’ geometry concepts is effective enough.

DOI: http://dx.doi.org/10.22342/jme.9.1.4291.95-102


Keywords


Media Scaffolding, Chart, Props, Visual, Understanding of Students’ Geometry Concept

Full Text:

PDF

References


Ada, T. & Kurtulus, A. (2010). Students’ misconceptions and errors in transformation geometry. International Journal of Mathematics Education in Science and Technology, 41(7), 901-909.

Alibali, M. (2006). Does Visual Scaffolding Facilitate Students’ Mathematics Learning?. Evidence from Early Algebra, (Online), (http://www.ies.ed.gov), accessed on June 12, 2014.

Amiripour, P., Mofidi, S. A., & Shahvarani, A. (2012). Scaffolding as effective method for mathe-matical learning. Indian Journal of Science and Technology, 5(9), 3328-3331.

Anwar, Yuwono, I., Irawan, E.B., & As’ari, A.R. (2016). Investigation of contingency patterns of teachers’ scaffolding in teaching and learning mathematics. Journal on Mathematics Education, 8(1), 65-76.

Azevedo, R. & Hadwin, A.F. (2005). Scaffolding self-regulated learning and metacognition-implications for the design of computer-based scaffolds. Intructional Science, 33(5), 367-379.

Balitbang Kemdikbud. (2013). Analisis Hasil UN, (Online), (http://www.balitbang.kemdikbud. go. id), accessed on 3 July 3, 2014.

Baxter, J. A. & Williams, S. (2010). Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling. Journal Mathematics Teacher Education, 13(1), 7-26.

Coesamin, M. & Sutiarso, S. (2013). Penggunaan Tangram dalam Pembelajaran Geometri pada Siswa Kelas 5 Sekolah Dasar. Research report (unpublished). Bandar Lampung: Universitas Lampung.

Dove, A. & Hollenbrands, K. (2013). Teachers’ scaffolding of students’ learning of geometry while using a dynamic geometry program. International Journal of Mathematical Education in Science and Technology, 45(5), 668-681.

Fajarini, A., Soetjipto, B.E., & Hanurawan, F. (2016). Developing a social studies module by using problem based learning (PBL) with scaffolding for the seventh grade students in a junior high school in malang, indonesia. Journal of Research & Method in Education, 6(1), 62-69.

Hmelo-Silver, C.E., Duncan, R.G., & Chinn, C.A. (2007). Scaffolding and Achievement in Problem -Based and Inquiry Learning: A Response to Kirschner, Swaller, and Clark. Educational Psychologist, 42(2), 99-107.

Hryciw, D. H.& Dantas, A. M. (2016). Scaffolded research-based learning for the development of scientific communication in undergraduate physiology students. International Journal of Innovation in Science and Mathematics Education, 24(1), 1-11.

Hurst, M. (2015). Gender Differences in the Classroom: Physical, Cognitive & Behavioral, (Online), (http://www.study.com/academy/lesson/gender-differences-in-the-classroom-physical-cog-nitive-behavioral. html), accessed on June 14, 2014.

Jang, S. & Lim, W.C. (2008). The Effects of Scaffolding Types on the Problem Solving Phase. In J. Luca & E. Weippl (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology, 2402-2406.

Kabaca, T., Karadang, Z., & Aktumen, M. (2011). Misconception, cognitive conflict and con-ceptual changes in geometry: a case study with pre-service teachers. Melvana International Journal of Education, 1(2), 44-55.

Kidwai, K., Munyofu, M., Swain, W.J., Ausman, B.D., Lin, H.H., & Dwyer, F. (2001). Effect of Visual Scaffolding and Animation on Students?, Performance on Measures of Higher Order Learning, (Online), (www.eric.ed.gov), accessed on June 20, 2014.

Loranz, D. (2014). Course Assessment Report (CAR), (Online). (http://www.tmcc.edu/media/tmcc /departments/assessment/doc), accessed on July 2, 2015.

Mohd, N. & Mahmood, T.F.P.T. (2011). The effect of attitude towards problem solving in mathematics achiements. Australian Journal of Basic and Applied Sciences, 5(12), 1857-1862.

Ozerem, A. (2012). Misconceptions in geometry and suggested solutions for seventh grade students. International Journal of New Trends in Arts, Sports & Science Education, 1(4), 223-35.

Pohler, B. & Prediger, S. (2015). Trajectories-a design reseach study on dual macro-scaffolding toward percentages. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1697-1722.

Schwartz, J.E. (2014). Why do People Have Difficulty with Geometry, (Online), (www.education. com/reference/article/why-people-have-difficulty-geometry), accessed on July 1, 2015.

Siemon, D. & Izard, J. (2006). Scaffolding Numeracy in the Middle Years Linkage Project 2003-2006, (Online), (www.educationvic.gov.au), accessed on January 5, 2015.

Sutiarso, S. & Coesamin, M. (2012). Analisis Kesalahan Geometri Siswa. Research report (unpublished). Bandar Lampung: Universitas Lampung.

Sutiarso, S., Nurhanurawati, & Coesamin, M. (2008). Implementasi pembelajaran matematika dengan problem posing yang dikombinasikan dengan cooperative. Jurnal Pendidikan MIPA, 9(2), 30-35.

Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.




DOI: https://doi.org/10.22342/jme.9.1.4291.95-102

Refbacks

  • There are currently no refbacks.




Journal on Mathematics Education
Doctoral Program on Mathematics Education
Faculty of Teacher Training and Education, Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
email: jme@unsri.ac.id
p-ISSN: 2087-8885 | e-ISSN: 2407-0610

Creative Commons License
Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.


View My Stats